Do this multiple times so that you can compare the journeys of several individual atoms through the different spheres and see how the carbon cycle does not move in one direction, but moves in lots of different directions at the same time. Assign one student to write the journey on the board or a piece of paper. Each group that gets the atom makes a decision about where it goes next. Trace the journeys of only few carbon atoms: Use only one carbon atom (ping pong ball) and start it with one group.Tell students that this is a more chaotic, but more realistic acting out of the carbon cycle, since in the real world carbon moves between all these areas at the same time. Have all the groups moving their carbon at the same time: Have one person from each group be the deliverer of carbon and the other group members remain to receive carbon from other groups.If you have time, consider running the following variations:.Run the role-play a number of times, telling students to make different choices about carbon movement each time.One at a time, ask each group to give their carbon to another group (or groups).Therefore, when each group moves their carbon, they can’t give away all their carbon: they must keep at least one carbon atom.Īs they move their carbon, they must say their script lines to explain the carbon movement that they have chosen. Have students in each group review their role play card to figure out their role in the carbon cycle and decide as a group using their “Options for carbon movement” how they are going to move their carbon.Įxplain that they can give their carbon to only one other group, or if they have plenty, they can give the carbon to more than one group.Įxplain that carbon exists in all of these things at the same time and only a portion of the carbon in each thing moves.Distribute 2-4 ping pong balls to each group and explain that these represent carbon atoms.The table provided at the end of the lesson plan summarizes all the groups, their options for carbon flow, the explanation for each carbon flow, and their script lines. Each group will be a team of actors that will play a certain part of the carbon cycle (atmosphere, water, algae, marine snail, sediments & rocks, trees, or caterpillars). Divide students evenly into 7 groups and distribute the appropriate role-play card to each group.

Teacher Tip: If you think your students would do better with a lesson where they are able to move around the classroom, see the Extension section for an alternate version of this lesson. If in the classroom, draw a picture on the board of the three regions and designate different areas of the classroom to represent the ocean, the land, and the atmosphere.If working outside, use chalk to draw out the regions shown below.Designate a large open space for this activity.

Collect 14-28 of the small, lightweight objects that will represent carbon (e.g.

This role-play teaches an age-appropriate version of the carbon cycle. Note that the entire carbon cycle is composed of even more specific flows between the atmosphere, biosphere, hydrosphere, and lithosphere than those discussed here.

Read through the Role Play Summary Table at the end of the lesson to get a better understanding of the specific flows your students will be learning.

Life science phenomena lesson plans